Context
Developmental Level: 4/5 grade
Class routine for the morning is always the same:
Quiet reading time as children gather after first bell. Sometimes I have something on their desks I would like them to read (poem, book, a thought-provoking question).
Daily check in (sometimes this is class meeting, although not social problem solving meeting)
Daily journal time (15 – 20 minutes)
Review schedule for the day
The classroom has a “quiet” corner, which has a rocking chair, pillows, and a bookcase of “fun” books.
The students have formed a community in which they feel safe and in which their needs and feelings are respected and met.

Objectives
Criterion-based objectives that demonstrate learning are not appropriate during the initial processing of such an event. It is much more important that children be reassured that they and their families are safe. However, in the days to come, you will be able to formulate goal/objective statements that include student demonstrations of their understandings about the event related to the benchmarks below.

Benchmarks
Note: This lesson will be, of necessity, emergent curriculum. Therefore, specific benchmarks cannot be assigned ahead of time. However, during the day you will most likely address at least three of these benchmarks.
Discussions
Reading: Determine meanings of words using contextual and structural clues (in text, but these words may be generated through other types of media or through discussion today)
Math: Estimate solutions to problems and determine if the solutions are accurate and reasonable. (How far away do you think this was?
Math: This really puts the location into perspective (use this only if the event is far enough away that this will be reassuring). In your discussion, find a common distance that the children really are familiar with. How many from home-to-the-beach trips would it be if you were to drive there?
Math: Perform whole number calculations using paper and pencil and calculators (this is how far away it really was).
Mathematical problem solving/communication: Communicate solutions and reasoning in an easily understood manner.
Art: Create, present and/or perform a single form of art.
CCG/04: Define and clarify an issue so that its dimensions are well understood.
CCG/04: Interpret and reconstruct chronological relationships.

Journal
Writing: Convey clear main ideas and supporting details in ways appropriate to topic, audience, and purpose
Writing: Structure writing by developing a beginning, middle, and end with clear sequencing of ideas and transitions (use words like first, then, finally).
Writing: Choose words to express how you feel as clearly as possible.
Writing: Use a variety of modes in appropriate context (narrative, imaginative, expository)

Special note for this type of lesson
Students cannot learn until their basic needs are addressed. (See Maslow’s hierarchy of needs.) In a time of national emergency, students will feel fearful. Research has shown that the emotional and mental stress caused by trauma causes the body to produce high levels of cortisol. During this “fight or flight” response, humans focus their attention on the perceived threat. Testosterone levels rise, as may aggressive impulses. Cortical arousal is partially suppressed. Creativity and problem-solving abilities are reduced. If cortisol levels are elevated over time, this can become toxic. Therefore, as educators and caretakers of the children placed in our care, our first priority needs to be the alleviation of the stress and trauma they are feeling. These activities have been shown to alleviate stress:

Exercise. This is the only proven method to dissipate elevated levels of cortisol.
Relaxation. Meditation or guided imagery is helpful.
Absorbing escape (reading, playing games, or art).
Laughter.
Relief. Turn the TV and radio off.
Reframe the stressor. Put the event into context and into perspective. What is really happening? Where is it happening? If we are in school, there is not an immediate threat to ME and my family. What am I in control of?

The structure of the classroom and classroom policies can help alleviate stress and trauma. Be flexible in your schedule and in your expectations of the students. Give them choice. Be compassionate. Recognize that different children have different abilities to cope. Give them a safe place to calm themselves or to grieve.

Lesson Elements
Preparation
See Context, above.
If TV coverage is factual, not explicit, and does not inflame fears or bias, you may choose to let the class watch that coverage for a few minutes during class discussion time. Think carefully about this before you turn the TV on!
Make art supplies available (paint, paper, pastels, crayons).
Locate the atlas, the encyclopedia, and the dictionary.

Lesson Introduction
Welcome students at the door. Keep a calm, confident, and reassuring demeanor.

Some may go to their desks and begin their usual reading. Others may be sharing feelings or “news.” Keep the level down – if a student is visibly upset, reassure that student quietly.
The usual introduction to check-in is “Now is our time for sharing what’s on our minds. What are you thinking about today?”

Make a general statement to the class that can trigger discussion of the event. “It’s time for sharing what’s on our minds – what are you thinking about today?”

Learning Activities
1. Discussion
As students bring up topics and feelings, use these opportunities to build a sequence of events and to answer their questions. Write them on the board as they write them in their journals. Ask students to look up answers as topics are brought up. Where did this happen? Where is it? How far away is it? What is the significance of this location? What business is usually carried on there?

You may use maps, pictures, drawings at the board, student findings, to explain as best as you can what happened. A question may be asked and a student delegated to find the answer while you go on to the next comment or question. Reassure children of their safety and that their parents are safe. Tell them that adults are all working as hard as they can to assure their safety. Dispel rumors, but don’t give your opinion of the event during this discussion. If someone asks you, tell them that you are still thinking about what you think (modeling metacognition) and that you will talk to them about this some more later in the day. (This way of dealing with the emotions surrounding the event could be part of a letter that goes home to the parents in the afternoon.)

Let the discussion go on until you sense that most children have had their immediate questions and fears addressed. This will probably be 15 to 45 minutes.

2. Journal
Suggest that students write in their journals about the event. What happened and how do they feel about it. They may draw pictures if they like (you can tell them this outright or point out a student who is drawing a picture. “Josh is drawing a picture of the World Trade Center. Is it OK to draw in your journal?” (The answer is Yes. This allows children to process the event in both feeling and logical ways.)

If a student would rather draw than write or needs to escape into a book, let them know individually that this is OK. Use this quiet time to talk individually with students who need more individual reassurance. Let children know individually that if they need to withdraw to the quiet corner, this is fine to do. Check with them periodically to make sure they are all right.

When the time seems right to move on (this may be 15 minutes or so), gain student’s attention for reviewing the daily schedule.

Note: So far, you have followed the class’s normal routine. Research shows that following a routine helps to alleviate stress. It also shows that children relate world events to themselves, and that their biggest fear is separation from their parents. You have addressed, at least initially, why this event happened and that it is not related to their behavior, and reassured them as to their and their parents’ safety as far as you can.

3. Preview the day’s schedule
Provide your students with a map for what will happen with the rest of the day. Talk to them about the nature of the day – it will be a stressful time, so be gentle with themselves and others. Listen to others when they need to talk. They should let you know if they need to spend some time in the quiet corner.

It is crucial that you adjust the day’s schedule to allow for extra time playing outdoors, for
art (you will find instant lesson plans for art activities in my filing cabinet under A for Art), and for a flexible work period.

We have a flexible work period every afternoon. During this period, students choose to work on projects, catch up on homework, get extra help with content, read, or play games (you will find the board games such as Yahtzee, Scrabble, and the card games in the bookcase next to my desk).

After previewing the day’s schedule, it may be nearly time for recess. If it is a matter of a few minutes, release them early. Go on the recess ground with them and check in with students who seem withdrawn or who seem especially sad, clingy, or frightened. They need you today more than ever!

4. After recess, have the flexible work period described above until lunch.

5. After lunch, hold a second discussion. You may want to check the news during your lunch break so you are ready to address new questions/rumors that the children will pick up during lunch time. You may gently let them know your own thoughts at this second discussion.
The objective of this discussion will be to talk about good choices/bad choices; are people innately bad or good; decide what action they can take as individuals and as a class; decide what they are in control of.

6. Art activity. Check file for instant art activities. Make sure the activity is open-ended. If a child does not want to participate, but needs time alone in the quiet corner, respect his/her needs. Continue to check in with these quiet children. Some children may use this activity to continue to express their feelings and understandings of the event.

7. Flexible block time (see above) until recess. Watch your students. They may need to go to recess a little early. Be flexible. Go on the recess ground with them and check in with students who seem withdrawn or who seem especially sad, clingy, or frightened.

8. After recess, follow the usual specials schedule for library, music, or PE.

9. Dismissal. Review with students what they need to do this evening – how are they doing with their spelling – do they have work they need to complete tonight for their project team tomorrow. If they have no homework to do tonight, suggest that they read a fun book instead of watching the TV news. Remind them that their most important homework to do each night is to Do Something Relaxing and Fun, Eat Healthy Food, and Get Enough Rest. (You will get a chorus on this statement, they have heard it before.) Bring the day’s discussion to closure. Remind them that you will be there tomorrow and that we will have more opportunities to talk tomorrow. Clean up. Make sure they have their work log in their backpacks.

Follow-up lessons
Depending upon how events unfold, follow-up lessons could include elements of the following:

An age-appropriate understanding of the event from a scientific point of view. For example, why did the World Trade Center fall? Benchmarks could include cause and effect, chemical and physical changes, force and motion, energy transfer, energy and matter.

Readings, research, and discussion using a variety of media, individually, with a partner, in small and whole-groups to recognize how nations interact, treaties between the United States and other countries, and the variety of ways in which nations demonstrate good will toward others.

Examine the event through inquiry and research. This will have to be set up carefully in advance so materials “discovered” and communicated are at an age-appropriate level.

Describe the organization, responsibilities, and interrelationships of local, state, and federal government in the United States. Who is working on what task now to make this city, your home, safe for you?

Identify how citizens can make their voices heard responsibly in the political process. Students may want to write personal or class letters to the Oregonian, to the President, or to their representatives, for example, or to family members who live far away.